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Traditional teaching approaches, including constructivism, fail to support math-averse learners, and digital-age influences further undermine accepted practices, requiring connectivist-aligned strategies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/connectivism-a-new-paradigm-for-the-mathematics-anxiety-challenge/588599/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/connectivism-a-new-paradigm-for-the-mathematics-anxiety-challenge/588599.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What main challenge does the paper identify in adult mathematics education?","Question",{"text":63,"@type":64},"Achieving effective learning outcomes for adult learners despite widespread negative attitudes that manifest as mathematics anxiety and adult innumeracy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why do mathematics anxiety and aversion persist among adult learners?",{"text":68,"@type":64},"The paper links them to adverse early mathematics experiences, especially during the transition from concrete procedures to more abstract concepts, which can be reinforced by guidance from teachers who are themselves mathematically averse.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper suggest practitioners should respond to the problem?",{"text":72,"@type":64},"It argues for a re-framing of traditional pedagogical approaches and outlines strategies aligned with connectivist approaches rather than constructivism for math-averse students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588599,1792167136,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Klinger, C.M. (2011) . ‘Connectivism’: A new paradigm for the mathematics anxiety challenge? Adult Learning Mathematics: An international journal, 6(1), 7-19.  \n‘Connectivism’– a new paradigm for the mathematics anxiety  \nchallenge?  \nChristopher M. Klinger  \nUniversity of South Australia  \nAdelaide, Australia  \n[chris.klinger@unisa.edu.au](chris.klinger@unisa.edu.au)  \nAbstract  \nA major challenge for practitioners in adult mathematics education is to achieve effective learning outcomes in the face of prevailing negative attitudes in their students, often present as a consequence of unsatisfactory early mathematics learning experience and flowing from the wellestablished connection between adult innumeracy and mathematics anxiety. Whether in nonspecialist mathematics teaching in diverse disciplines such as economics, nursing, and teacher education, or in adult numeracy teaching, the issues are essentially the same: traditional approaches to mathematics teaching, including constructivism, do not work for math-averse students. The need to find new ways to tackle old problems is further fuelled by the impact of the digital age, with mounting evidence that many aspects of accepted teaching and learning practices are being generally undermined by learners’exposure to technology. Consideration of some stereotypes of traditional methodologies in the context of behavioural and cognitive characteristics common among math-averse and math-anxious students motivates a re-framing of the practitioner’s approach and outlines strategies for effective practice that find alignment with connectivist approaches to learning, which is a more flexible approach than the constructivism currently favoured as a positive way of presenting mathematics to learners.  \nIntroduction  \nThe endemic adult innumeracy that is so deeply embedded in modern Western societies is inextricably linked with the spectrum of mathematics anxiety, negative mathematics attitudesand aversion to the learning of mathematics so often encountered by practitioners among adult learners. These aversive affective behaviours are typically founded on negative early mathematics learning experiences in the latter years of primary education, during the transition from instruction in concrete procedures to increasingly sophisticated and abstract concepts (Klinger, 2009) . Pupils’difficulties during that period can be compounded, if not caused, by the‘guidance’ they receive from teachers who may themselves be mathematically averse and even covertly innumerate in an integrative sense. Indeed, among undergraduate cohorts pre-service primary teachers who may be characterised by such negative attributes have been found to be disproportionately over-represented (ibid) .  \nThe challenge for teachers/practitioners in adult mathematics education, whether at the level of numeracy teaching or undergraduate non-specialist mathematics teaching (for instance, where mathematics is a service subject in non-mathematics disciplines such as economics, nursing, education, psychology, etc), is to find effective ways to break through the prevailing barriers of anxiety and disaffection so that their students may experience success in their  \nAdults Learning Mathematics – An International Journal 7  \nmathematics learning, often for the first time, at a level that is at least sufficient for their immediate learning objectives. Ultimately, the greatest achievement will arise when students can overcome their anxiety and aversion to become independent learners with the capacity to extend their engagement with mathematics according to their inclination and intrinsic motivation rather than as a reaction to external drivers.  \nIt will be argued here that, from adult numeracy teaching to undergraduate nonspecialist mathematics teaching, the issues are essentially the same: ‘traditional’approaches to mathematics teaching simply do not work for math-averse students. This will not surprise most practitioners but what, specif","cbCaibl1sGUD79W5","https://ap.wps.com/l/cbCaibl1sGUD79W5","pdf",310855,13,"English","# Abstract\n# Introduction\n# Learner characteristics – the practitioner’s challenge","[{\"question\":\"What main challenge does the paper identify in adult mathematics education?\",\"answer\":\"Achieving effective learning outcomes for adult learners despite widespread negative attitudes that manifest as mathematics anxiety and adult innumeracy.\"},{\"question\":\"Why do mathematics anxiety and aversion persist among adult learners?\",\"answer\":\"The paper links them to adverse early mathematics experiences, especially during the transition from concrete procedures to more abstract concepts, which can be reinforced by guidance from teachers who are themselves mathematically averse.\"},{\"question\":\"How does the paper suggest practitioners should respond to the problem?\",\"answer\":\"It argues for a re-framing of traditional pedagogical approaches and outlines strategies aligned with connectivist approaches rather than constructivism for math-averse students.\"}]","Connectivism - a new paradigm for the mathematics anxiety challenge? | PDF",1792065570,33]